Head of Subject: Mr Vettiankal (email@example.com)
The main aims of our Department are:
- To interest and motivate our students in their mathematical studies by ensuring they experience success using a wide range of courses and a variety of teaching and learning styles.
- To maximise the personal mathematical potential of each of our students and enable them to achieve good examination results by challenging them to work hard and consistently in a pleasant environment.
- To ensure that students feel at ease with any basic mathematical concepts encountered either inside or outside of the classroom. They are exposed to a wide variety of relevant and useful mathematics.
- To arouse a sense of mathematical wonder in our students by sharing our enthusiasm and exploring mathematics for its own sake.
- To prepare our students for the wider responsibilities of adult life by a classroom ethos which encourages responsibility, initiative, concentration, perseverance, co-operation and respect for others.
Key Stage 3
- Simplify fractions by cancelling all common factors; identify equivalent fractions.
- Recognise the equivalence of percentages, fractions and decimals.
- Extend mental methods of calculation to include decimals, fractions and percentages.
- Multiply and divide three-digit by two-digit whole numbers; extend
- Break a complex calculation into simpler steps, choosing and using appropriate and efficient operations and methods.
- Check a result by considering whether it is of the right order of magnitude.
- Know and use the order of operations and understand that algebraic operations follow the same conventions
- Plot the graphs of simple linear functions.
- Identify parallel and perpendicular lines; know the sum of angles at a point, on a straight line and in a triangle.
- Convert one metric unit to another (e.g. grams to kilograms); read and interpret scales on a range of measuring instruments.
- Compare two simple distributions using the range and one of the modes, median or mean.
- Understand and use the probability scale from 0 to 1
- Solve word problems and investigate in a range of contexts, explaining and justifying methods and conclusions
- Add, subtract, multiply and divide integers
- Use the equivalence of fractions, decimals and percentages to compare proportions
- Divide a quantity into two or more parts in a given ratio
- Use standard column procedures for multiplication and division of integers and decimals
- Simplify or transform linear expressions by collecting like terms
- Substitute integers into simple formulae.
- Plot the graphs of linear functions, where y is given explicitly in terms of x; recognise that equations of the form y = mx + c
- Identify alternate and corresponding angles
- Enlarge 2-D shapes, given a centre of enlargement and a positive whole-number scale factor.
- Use straight edge and compasses to do standard constructions
- Deduce and use formulae for the area of a triangle and parallelogram, and the volume of a cuboid
- Construct, on paper and using ICT, a range of graphs and charts;
- Add, subtract, multiply and divide fractions.
- · Use proportional reasoning to solve a problem, choosing the correct numbers to take as 100%, or as a whole
- Make and justify estimates and approximations of calculations.
- Construct and solve linear equations with integer coefficients, using an appropriate method.
- Generate terms of a sequence using term-to-term and position-to- term definitions of the sequence, on paper and using ICT
- Know and use the formulae for the circumference and area of a circle.
- Design a survey or experiment to capture the necessary data from one or more sources
- Know that the sum of probabilities of all mutually exclusive outcomes is 1 and use this when solving problems.
- Solve substantial problems by breaking them into simpler tasks, using a range of efficient techniques
- Present a concise, reasoned argument, using symbols, diagrams, graphs and related explanatory text.
Year 9 objectives for more able pupils
- Know and use the index laws for multiplication and division of positive integer powers.
- Understand and use proportionality and calculate the result of any proportional change using multiplicative method
- Square a linear expression and expand the product of two linear expressions of the form x ± n; establish identities.
- Solve a pair of simultaneous linear equations by eliminating one variable
- Change the subject of a formula.
- Know that if two 2-D shapes are similar, corresponding angles are equal and corresponding sides are in the same ratio.
- Understand and apply Pythagoras’ theorem.
- Know from experience of constructing them that triangles given SSS, SAS, ASA or RH
Key Stage 4 – GCSE Specification Edexcel Maths 1MA1
- Calculation, checking and rounding
- Indices, roots, reciprocals
- Factors, multiples, primes, standard form and surds
- Algebra: the basics, setting up, rearranging and solving equations
- Averages and range
- Fractions and percentages
- Representing and interpreting data and scatter graphs
- Ratio and proportion
- Polygons, angles and parallel lines
- Pythagoras’ Theorem and trigonometry
- Linear graphs and coordinate geometry
- Quadratic, cubic and other graphs
- Perimeter, area and circles
- 3D forms and volume, cylinders, cones and spheres
- Accuracy and bounds
- Constructions, loci and bearings
- Solving quadratic and simultaneous equations
- Similarity and congruence in 2D and 3D
- Graphs of trigonometric functions
- Further Trigonometry
- Collecting data
- Cumulative frequency, box plots and histograms
- Quadratics, expanding more than two brackets, sketching graphs, graphs of circles, cubes and quadratics
- Circle theorems
- Circle geometry
- Rearranging the subject of formulae, algebraic fractions, rationalising surds
- Vectors and geometric proof
- Reciprocal and exponential graphs ; gradient and area under graphs
- Direct and inverse proportion
- The qualification consists of three equally-weighted written examination papers at either Foundation tier or Higher tier.
- All three papers must be at the same tier of entry and must be completed in the same assessment series.
- Paper 1 is a non-calculator assessment and a calculator is allowed for Paper 2 and Paper 3.
- Each paper is 1 hour and 30 minutes long.